From Langauge, Ethngoraphy, and Education: Bridging New Literacy Studies and Bourdieu (Grenfell, Bloome, Hardy, Pahl, Roswell, and Street). A collection of chapters from those authors listed that make insightful connections between the sociology of the late Pierre Bourdieu, ethnographic methods, and the discipline of education. Elements of Bourdieu’s work on sociolinguistics and inequality in the educational systems of France applied to the UK and USA. Habitus and field are especially pointed to in the volume. The different types of symbolic capital touched on early, but more about the ideas of social practice that Bourdieu developed during his studies of the schooling in France during the late 60s and early 70s.
Bloome writes of potential directions for classroom New Literacy Studies ethnographies in the future:
A fourth direction in the use of classroom ethnography for promulgating curriculum instruction has been in teaching students to become ethnographers of their own communities. The students are taught the methods, concepts, principles, and language of ethnographic research, and the traditional skills of reading, writing, calculating, drawing and other traditional classroom learning practices are redefined by the students’ engagement in ethnographic research. In some of these teaching-learners-to-be-ethnographer programs the students gain awareness and appreciation for their own and others’ cultures and communities. In other cases, students developed an understanding of how to approach academic learning through the inquiry processes of ethnography. In still other cases, students examined how social and political problems in their communities affected their lives and the lives of their families and other community members. Students in such programs become active agents who used the knowledge they gained to reframe academic learning to make the cultures of the communities visible, and to engage in action-oriented service projects. In effect, they redefined what it meant to be a student. (24)
The project of organizing a class of students composing ethnography has the potential to tap into the local community and engage students with their lived experiences as they become critically aware of the reflexive nature of researching their lives. When one researches one’s emic positioning, one takes a stance from the etic, thus estranging oneself from the everyday. This reorientation of action results in the narrating of the community involvement, observations, and critiques. A rhetoric of first-person ethos also emerges as students learn to negotiate their voice and their authority and biases in representing elements from their lives.
David Bloome, “Classroom Ethngoraphy.”
Working on how to organize my chapters from one longer work, and also how to engage into my new research. There are a few things I have to consider. How many articles will I pull out of my manuscript (1 already out), how/what chapters to add, and how I might incorporate my upcoming research.
What is the effect of the Mexington Library on the students in local schools?
What elements of mentoring happen at the Mexington Library?
What are the potentials for mentoring intervention?
What are students’ relations to Spanish language literacies.
What are the experiences of students outside the library in their schools?
What are some of the numbers at the library in terms of serving students?
High School Writing program
What elements of identity do the students articulate?
How do they make genres?
How will revisions affect their literary crafts?
What sorts of writing will their journal entries produce?
Writing activities for next class: writing games.